Edward L Deci Motivation Concerns the Energy for Action Its what Moves People to Behave The Traditional View Motivation is unitary The Differentiated View There are types of motivation that function differently ID: 169315
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Slide1
The Motivational Basis of Effective Performance and Well-being
Edward L. DeciSlide2
Motivation Concerns
the Energy for Action
It’s what Moves People to BehaveSlide3
The Traditional View:
Motivation is unitary
The Differentiated View:
There are types of motivation that function differentlySlide4
Central Theoretical Aspect of SDT
SDT is a motivational theory, that differentiates autonomous and controlled types of motivation
Autonomous Motivation
When a person fully endorse a behavior and experiences volition and choice.
Controlled Motivation
When a person feels coerced or seduced into behaving, with the experience of pressure and obligation.Slide5
Amotivation
Both autonomous and controlled are types of motivation. They energize people’s actions
Amotivation
refers to a lack of motivation. When amotivated there is little or no intention or action.Slide6
Outcomes Associated With High Autonomous Motivation
Greater persistence
More flexibility and creativity
Better heuristic performance
More interest/enjoyment
Better mental health and well-being
Better physical health
Higher quality of close personal relationships
Clearly, support for autonomy has important functional effects
Across the Life Span
Across Genders
Across SESAcross CulturesSlide7
What Autonomy
Is Not, in SDT
It is not independence
It is not a stage of development
It is not individualismSlide8
Outcomes Associated With
High Controlled Motivation
Compliance if the reward is desired
Defiance when the control is too great
Short-term rote learning
Alienation and disaffection
Diminished well-being
Poorer quality personal relationshipsSlide9
Additional Key Aspect of SDT:
The Basic Psychological Needs
Relatedness
Feeling cared for, connected to,
sense of belonging with others
Competence
Sense of effectance and confidence
in one’s context
Autonomy
Behave in accord with abiding
values and interests; actions would be
reflectively self-endorsedSlide10
Basic Psychological Needs
Evolved necessities for healthy development
Satisfaction of these needs promotes autonomous motivation and psychological well-being
Thwarting of the needs leads to controlled motivation or amotivation, and to ill-being
Needs are not necessarily consciously valued or pursued, but failing to satisfy them still has negative consequences
They are universal, not culturally specificSlide11
The Concept of Autonomy as MotivationSlide12
Autonomous Motivation
Includes intrinsically motivated behaviors
Includes extrinsically motivated behaviors that have been fully internalizedSlide13
Intrinsic Motivation and the Factors that Enhance versus Diminish it?Slide14
Intrinsic Motivation
Doing an activity because it is interesting and enjoyable
Satisfies people’s basic psychological needs for competence, autonomy, and relatedness
It’s the prototype of autonomySlide15
Extrinsic Rewards
Doing an activity specifically because it leads to a separate consequence such as a reward, avoidance of a punishment, or social approval.Slide16
Intrinsic Motivation
Extrinsic Rewards
Initiated internally Initiated externally
Activity is the reward Reward is separate
Focus on the activity Focus on the rewardSlide17
What Happens to People’s Intrinsic Motivation for an Activity When They are Extrinsically Rewarded for Doing the Activity?Slide18
The First Reward Studies
Monetary rewards to college students decreased intrinsic motivation for a puzzle-solving activity
(Deci, 1971)Slide19
Meta-analytic Results of the Effects of
Extrinsic Rewards on Intrinsic Motivation
* Significant at
p
< .05 or greater. Deci, Koestner, and Ryan (1999)
Type of Rewards
Effect Size
# of Studies
Tangible Rewards
-0.34*
(92)
The negative effects of tangible rewards on intrinsic motivation appear when the rewards are
contingent
upon doing the task,
expected
when doing the task, and
salient
.Slide20
Why Do Tangible Rewards Undermine Intrinsic Motivation?
Because people have a fundamental human need to be autonomous rather than controlled. Chasing the carrot is being controlled, and thwarts autonomy.Slide21
Other Extrinsic Motivators That Have
Negative Effects
Threats of Punishment
(Deci & Cascio)
Deadlines
(Amabile et al.)
Evaluations
(Smith)
Competition (Deci et al.)Why? Because they tend to control people externally and thus undermine autonomy.Slide22
Some External Events with Positive Effects
Providing Choice (Zuckerman et al.)
Acknowledging feelings (Koestner et al.)
Why?
Because they enhance people’s experience of autonomySlide23
Negative Feedback
Decreases intrinsic motivation
Positive Feedback
Increases intrinsic motivation
Why?
Because we also have a fundamental psychological need to be competentSlide24
Some activities in our lives are not intrinsically interesting, and that’s where extrinsic motivation comes in.Slide25
Extrinsic Motivation: Internalization
Can It Become Autonomous?Slide26
People tend to internalize aspects of the environment (e.g., extrinsic motivation) that are endorsed by important others.
Why?
Because they have
a need for
relatednessSlide27
Types of Extrinsic Motivation
External Regulation
: No Internalization
* Pressured by external contingencies
Introjected Regulation
:
Partial Internalization
* Pressured by internal contingencies
* Not true self-regulation
Identified/Integrated Regulation
: Full Internalization * Feel a sense of full sense of autonomy and choiceSlide28
Autonomous Motivation
Intrinsic motivation + Identified/Integrated regulation
Controlled Motivation
External regulation + Introjected regulationSlide29
How Can We
Foster Greater
Internalization
and Autonomy?Slide30
Basic Need Satisfaction
and Internalization
The social contextual factors that maintain intrinsic motivation are essentially the same as those that promote internalization of extrinsic motivation
They are the conditions that facilitate satisfaction of the basics psychological needs for competence, autonomy, and relatednessSlide31
Social Contexts
Comprised in part of specific events such as the offer of a reward, the opportunity for choice, or provision of feedback, as already discussed
But social contexts can also be characterized as a kind of composite that conveys the general ambience or climate of a situation (e.g., home, classroom, work group)
Contexts can be
need supportive, controlling,
or
amotivatingSlide32
Need-supportive ContextsSlide33
Need Supportive Contexts
Relate from the others’ perspective
Encourage self-initiation & exploration
Offer relevant choices
Provide meaningful rationale
Provide positive and constructive feedback
Need support satisfies basic psychological needs and promotes autonomous motivationSlide34
Pressure people (through coercion or seduction) to perform as you demand, with
Threats
Rewards
Demanding language
Evaluations and criticism
They undermine autonomous motivation and promote controlled motivation
Controlling ContextsSlide35
Amotivating Contexts
Convey incompetence and unlovability
Thwart all three needs
Amotivating contexts
undermine all motivation
and self-regulation Slide36
Need Support in EducationSlide37
Manipulating Need Support Experimentally
Controlling
Need-Supportive
Interest 2.92 3.39
Rote Recall 14.45 9.62
Conceptual Learning 3.22 4.02Rote Recall Loss at 1 week -4.16 -0.96 Slide38
Need Support in ParentingSlide39
Correlations between Mother’s and Father’s Need Support and Children’s Classroom Behaviors
Mothers
Fathers
Children self reports
Perceived autonomy
.36*
.22
Perceived competence
.15
.31*
Teacher ratings
Disruptive
-.43**
-.29
Learning problems
-.42**
-.24
Competence
.55**
.49**
Objective measures
Achievement tests
.19
.34**
Grades
.46**
.33*
Grolnick & Ryan, 1989Slide40
Need Support in ManagementSlide41
Manager’s Need Support
Work-Related Autonomy Competence Relatedness
Work Performance Evaluation
Well-Being and Mental Health
Path Analysis of Basic Need Satisfaction,
Work Performance, and Adjustment in Banks
.57**
.24**
.57**
Baard, Deci, and Ryan (2004)
N=495
Autonomous
Causality
Orientation
.14**Slide42
Need Support in Health CareSlide43
Motivation for Medication Adherence in Adult Patients
Two day
pill count
Two week pill count
Composite
Need support from physician
.24*
.17*
.18*
Patients’ autonomous motivation
.41***
.52***
.59***
Williams, Rodin, Grolnick, Ryan, & Deci, 1998Slide44
Another Key Aspect of SDT:
Life GoalsSlide45
Aspirations: Life Goals
Extrinsic Aspirations
Financial Success
Social Recognition (Fame)
Attractive Image
Intrinsic Aspirations
Personal Growth
Meaningful Relationships
Community InvolvementSlide46
Relations of the Importance of Intrinsic and Extrinsic Goals to Well-Being in Students
Intrinsic
Extrinsic
Self-actualization
.59**
-.67**
Vitality
.31**
-.34**
Depression
-.27*
.30*
Narcissism
-.31**
.35**
Physical Symptoms
-.35*
.43*
Relative Goal ImportanceSlide47
Relations of Parental Need Support to Their Children’s Extrinsic Aspirations & Risk Behaviors
Adolescents’ Extrinsic Aspirations
Parental Autonomy Support -.26
Adolescents’ Risk behavior index
Adolescents’ Extrinsic aspirations .21
Risk behaviors: use of alcohol, tobacco, and marijuana, and sexual intercourseSlide48
Orienting People Toward Different GoalsSlide49
Effects of Intrinsic (Personal Growth) versus Extrinsic (Wealth) Goal Contents on Test Performance and Persistence
Extrinsic
Intrinsic
Test Performance
5.38
6.49
Persistence
1.66
2.79
Vansteenkiste et al.,
JPSP
, 2004Slide50
Summary
Autonomous and controlled motivations are very different.
Intrinsic and extrinsic goals are different.
Support for the three needs promotes autonomous motivation and intrinsic goals.
Autonomous motivation and intrinsic goals yield enhanced learning, performance, persistence, and well-being.Slide51
http://selfdeterminationtheory.org